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I've been doing what you're describing, assigning the CM level to the readiness of the student come sign-up time in November. However, a recent phenomenon is that parents want to get CM done as soon as possible, as if there were peer pressure among parents!

Furthermore, what happens if a student enrolls at one level but then plays pieces at a more advanced level? Is this ok?

In my experience, you do that at your own peril. Most CM evaluators were trained to look for "level-appropriate" repertoire. Of course, I've seen "level 4" kids' blazing through "level 10" pieces beautifully.

More recently, though, what I'm observing is that--especially at the upper levels--kids just play the bare minimum to get by. That being said, most teachers do take the concept of "level-appropriateness" to heart when they assign the repertoire.

I've been doing what you're describing, assigning the CM level to the readiness of the student come sign-up time in November. However, a recent phenomenon is that parents want to get CM done as soon as possible, as if there were peer pressure among parents!

There is peer pressure among parents, at least where I live. The earlier the kid finishes CM, the better, and it's most impressive of course...

I know this would be individual and vary from person to person, but do you think there is a general pattern between a child's age and their ability to understand the music? Technical readiness is one thing, and I guess the understanding and able to appreciate the music is another.

One can understand the music but not having the technical skills required to play it. One can be technically ready but not yet understand it thus not able to play it musically.

In general, take out the 5% exceptions, at what age range, would a child be able to fully understand CM level 6 works and at what age range, to understand CM Advanced Level works?

I started another thread, but just wanted to add here--despite my hesitance, my son's teacher did indeed end up enrolling him at the Guild level she deemed appropriate. I was not aware of this when I posted yesterday, hahaha, but I'm glad I read this thread before finding out so I feel fine about it now.

I think she means she hopes students don't leave if you choose to stand by your case.

UGH! I was being sarcastic in my post earlier when I said "the earlier the better" . This is NOT what I think, this is what some parents say. Sorry, I was not clear and didn't mean to come across that way at all.....!

To clarify: I do not think it's a good idea to skip levels, or rush through levels, or anything of the sort. At all. What I meant was, that some parents think it's a good idea to skip levels and advance as fast as possible, (or faster than that!) through the levels.

To clarify: I do not think it's a good idea to skip levels, or rush through levels, or anything of the sort. At all.

I do leave the option of skipping levels open for the truly talented kids--and you know I've got some of those! I don't want to prevent them from reaching their full potential by being forced to take baby steps through CM.

What bothered me was when the parents of the untalented, unmusical, and lazy kids THINK and BELIEVE their kids can skip levels. Lots of tact is required to deal with delusional parents, and I'm not the most tactful person on Earth.

I've been doing what you're describing, assigning the CM level to the readiness of the student come sign-up time in November. However, a recent phenomenon is that parents want to get CM done as soon as possible, as if there were peer pressure among parents!

I haven't decided yet or made any commitment to the parent. If he is ready - and has passed my tests for the previous level - then come sign up time, I'll allow it. I don't consider it skipping a level, but skipping a test.